Multilingualism and Intercultural Communication

Nogwaja S. Zulu, H. Ekkehard Wolff, Undine S. Weber, Zakhile Somlata, Feziwe Shoba, Justus C. Roux, Esther Ramani, Monwabisi Ralarala, Anneke Potgieter, Dion Nkomo, Ndimande-Hlongwa, Andre M Mostert, Koliswa Moropa, Linda Manashe, Noleen Leach, Hleze Kunju, Russell Kaschula, Gregory Kamwendo, Joseph Michael, Eunice Ivala, Wanga Gambushe, Nompumelelo Frans, Regine Fourie, Jeanne Toit, Rebecca Domingo, Ken Barris, Bassey E Antia, Christine Anthonissen

Description

Indexed in Clarivate Analytics Book Citation Index (Web of Science Core Collection)

Sujets

• Disciplines
• Language Arts
• Sociologie, société et politique
• Linguistics
• General officer
• Sociolinguistics
• General

Informations

• Publié par: WITS University Press
• Date de parution: 01 mai 2017
• Nombre de lectures: 0
• EAN13: 9781776140282
• Langue: English

Extrait

Multilingualism and Intercultural Communication
A South African Perspective
Edited by Russell H Kaschula, Pamela Maseko and H Ekkehard Wolff
Published in South Africa by:
Wits University Press
1 Jan Smuts Avenue
Johannesburg 2001
www.witspress.co.za
Selection, compilation and introduction Editors 2017
Chapters Individual contributors 2017
Published edition Wits University Press 2017
Images and figures Copyright holders
First published 2017
978-1-77614-026-8 (Print)
978-1-77614-028-2 (EPUB: North America, South America China)
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Copyeditor: Inga Norenius
Proof-reader: Lee Smith
Indexer: Margie Ramsay
Cover design: Hothouse, South Africa
Contents Tables and figures Preface Abbreviations and acronyms Central terms and concepts Pamela Maseko, H Ekkehard Wolff and Russell H Kaschula Introduction Russell H Kaschula, H Ekkehard Wolff and Pamela Maseko Prologue: The essentialist paradox in intellectual discourse on African languages H Ekkehard Wolff Part One: African language empowerment: concept formation and intellectualisation 1 Researching the intellectualisation of African languages, multilingualism and education Russell H Kaschula and Pamela Maseko 2 Language empowerment and intellectualisation through multilingual higher education in South Africa Pamela Maseko and H Ekkehard Wolff Part Two: Language planning, terminology development and dictionaries 3 Language planning in South Africa: a history Gregory Kamwendo and Nobuhle Ndimande-Hlongwa 4 Language and terminology development in isiXhosa: a history Koliswa Moropa and Feziwe Shoba 5 Multilingual terminology and cognition in assessment Bassey E Antia 6 IsiXhosa dictionaries, language learning and intercultural communication Dion Nkomo Part Three: Language in education 7 Managing multilingualism in education: policies and practices Anneke Potgieter and Christine Anthonissen 8 University multilingualism: modelling rationales for language policies Bassey E Antia 9 Language development and multilingualism at the Cape Peninsula University of Technology Monwabisi K Ralarala, Eunice Ivala, Ken Barris, Noleen Leach, Linda Manashe and Zakhile Somlata 10 Teacher development: promoting a biliteracy approach to epistemic access Michael Joseph, Nompumelelo Frans and Esther Ramani Part Four: Language in the professions: law, media, science and language technology 11 Language and law: cultural translation of narratives into sworn statements Monwabisi K Ralarala 12 Language and media: isiXhosa in Journalism and Media Studies at a South African university Jeanne du Toit and Pamela Maseko 13 Using African languages to teach Science in higher education Wanga Gambushe, Dion Nkomo and Pamela Maseko 14 The development of language technologies in the South African context Justus C Roux Part Five: Language, culture and intercultural communication 15 Language policy in South Africa through the Sapir-Whorf looking glasses Russell H Kaschula and Andre M Mostert 16 Language, intercultural communication and literature Nogwaja S Zulu 17 Music, literature and multilingualism in the East Cape Opera Company Hleze Kunju and Russell H Kaschula 18 Beyond language: German Studies in a South African university context Undine S Weber, Rebecca SC Domingo and Regine B Fourie Acknowledgements Contributors Index
Tables and figures Table 4.1 Sample of the Van der Kemp specimen alphabet, 1799 Table 4.2 Sample of the Van der Kemp wordlist, 1799 Table 4.3 Sample of the McLaren terminology list, 1886 Table 4.4 Survey of books published in African languages, 1939 Table 4.5 Sample of the terminology list for Psychology, University of Stellenbosch, 2006 Table 4.6 Sample of the terminology list for Economics, NMMU, 2007 Table 5.1 Multilingual terminology of the computer Table 5.2 Reported patterns and benefits of consulting alternative language in co-languaged exam papers Table 5.3 Perceptions of term ease and difficulty Table 5.4 Synonymous pairs used in Afrikaans for English terms Table 5.5 English preventing morphological activation in Afrikaans Table 5.6 Terms as short-hand definitions Table 5.7 Options for exam question on protein-rich feeds Table 6.1 Data requirements according to functions of dictionaries Table 7.1 Distribution of the five South African languages with the most L1 speakers, 2011 Table 8.1 Grin s matrix of coordinates for language policy development Table 8.2 Bierkland s account of policy design Table 8.3 A dashboard view for comparisons of language policy document audits of various institutions Table 8.4 Tool for analysing process aspects of university language policy development Table 8.5 Tool for analysing teaching and learning provisions of university language policies Table 8.6 Tool for analysing provisions on research in university language policies Table 8.7 Tool for analysing provisions on administration in university language policies Table 9.1 Strategies for multilingualism at CPUT Table 9.2 Number of concepts and materials for extracting corpus Table 9.3 Concepts collected for various subjects in 2013 Table 9.4 Progress in translation and verification of concepts Table 15.1 Thinking influenced by language: policy implications Table 15.2 Language usage impacts worldview: policy implications Table 15.3 Sociolects/ethnolects: policy implications Table 15.4 Social context of language: policy implications Figure 4.1 English-isiXhosa parallel texts uploaded in a ParaConc workspace Figure 4.2 English-isiXhosa parallel texts aligned in a ParaConc workspace Figure 4.3 English-isiXhosa concordances in a ParaConc workspace Figure 4.4 Terms extracted from parallel texts using ParaConc Figure 5.1 Terms as building blocks for examination questions Figure 6.1 Lexicography: theory and practice Figure 6.2 The relationship between dictionary functions and other elements of the theory of lexicography Figure 6.3 Sample of linguistic information in The Greater Dictionary of (isi)Xhosa Vol. 3 Figure 6.4 Sample of cultural information in The Greater Dictionary of (isi)Xhosa Vol. 3 Figure 8.1 Proposal for an extended model of language planning Figure 8.2 Ziegele s model of strategic planning Figure 9.1 Departments with existing concepts translated into Afrikaans and isiXhosa Figure 10.1 A textbook CAPS lesson Figure 10.2 Likhona s bar graph Figure 10.3 Osisipho s bar graph Figure 11.1 The information-seeking/obtaining process Figure 11.2 The institutional setting of the information-seeking process
Preface
To date no published textbook takes into account the changing sociolinguistic dynamics that have influenced South Africans to view society less as a cross-cultural and more as an intercultural environment. The scope of this book ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language use in verbal interaction, mainly in the multilingual contexts of higher education. What also makes this book unique is that it brings together various interlinked disciplines, such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies.
With a focus on matching claims with reality, the book offers a critical survey and constructive assessment of South Africa s democratic achievements regarding ethnolinguistic and cultural plurality and diversity since the introduction of majority rule. Given that the contributors represent various fields of academic expertise and practical experience, it is remarkable that there is an unsolicited unanimity in their views on where South Africa stands in the ongoing battle for equity, mutual respect and justice for all, as well as their views on future challenges of societal transformation and how to address them. All contributors appear to share the view that mother-tongue-based multilingual, multiliteracy and multicultural strategies in education, and higher education in particular, would help meet these challenges in South Africa and the African continent. Reflecting robust sociolinguistic and pedagogic underpinnings, such strategies would be supported by putting into practice contemporary human language technology.
The book is written in simple and accessible English and includes multilingual examples to engage students and provide a better understanding of the theory drawn from sociolinguistic textbooks and the work of scholars in Africa, Europe and America. Throughout the book, text that is not in English is italicised. This is a stylistic convention used to avoid confusion and is not intended to other any African languages or Afrikaans.
Finally, this book is an intellectual celebration of 20 years of democracy in South Africa.
Grahamstown, November 2016 Russell H Kaschula Pamela Maseko H Ekkehard Wolff
Abbreviations and acronyms ACALAN African Academy of Languages CPUT Cape Peninsula University of Technology DHET Department of Higher Education and Training DBE Department of Basic Education DUT Durban University of Technology HE higher education HEI higher education institution ICT Information and Communication Technology L1 first ( home , mother tongue ) language L2 second ( additional ) language